Abstract
This paper in progress attempts to pose some critical questions that rise from actual situations of art education practices in relation to social problems, and imply new possibilities from the interrelation of education and inclusive education. In other words for educational implications, how can education be examined through the lens of Kolb’s (1984) Experiential Learning Theory? And, are there facets of Kolb’s Experiential Learning Theory that can be challenged through methods or ideas about education? Two theoretical threads run through this paper. The first is a social concern with the potential of education to empower individuals who have social problems and have been marginalized by the education system. The second theoretical thread of this paper is a pedagogical concern, particularly with interactions between teachers and students.
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